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Browsing by Subject "child development"

Now showing 1 - 8 of 8
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    Baby Advice in the 1980s: New Parents, Social Support, and the Community.
    (1988) Janssen, Susan; Starr, Suzanne Dustrude
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    Connect [Spring/Summer 2014]
    (University of Minnesota: College of Education and Human Development, 2014-04) University of Minnesota: College of Education and Human Development
    Accommodation revelation: New online training helps instructors support learners with disabilities. A mind for learning language: Child development researchers explore how children learn new languages. A state of immersion: Minnesota is a leader in developing language immersion programs that work.
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    Emotional Abuse and Emotional Neglect in Childhood: Subtypes, Ecological Correlates, and Developmental Tasks of Emerging Adulthood
    (2015-06) Clarke, Stephanie
    Theoretical and empirical work indicate that childhood emotional maltreatment (CEM), despite persistent views that it is not as widespread or damaging as other forms of childhood maltreatment, is alarmingly common and exacts lasting consequences over youth and into adulthood. Despite these findings, empirical and social attention to CEM lags behind other forms of childhood maltreatment. With a large, diverse college student sample, this endeavor employed a developmental psychopathology perspective to (Study 1) examine CEM subtypes, (Study 2) document ecological correlates of childhood emotional abuse (CEA) and childhood emotional neglect (CEN), and (Study 3) examine associations between CEM experiences and current functioning on stage-salient tasks of emerging adulthood, with a focus on attachment theory to guide possible mediators of these relationships. First, this project responded to ongoing debate in the literature regarding conceptual and operational definitions of CEM subtypes (Study 1), providing evidence through exploratory and confirmatory factor analysis for CEN and CEA subtypes. Next, (Study 2) examination of shared and unique ecological correlates associated with CEN and CEA, with a focus on family characteristics and processes, were examined. With all predictors in a single model, correlates unique to CEN included challenges to parenting, such as single parent households or children who were raised in foster care or by other family members. Factors unique to CEA included patterns of family interactions marked by hostility and negativity. Finally, (Study 3) examined the association between retrospective reports of CEM experiences and current functioning in three domains of stage-salient, developmental tasks of emerging adulthood particularly relevant to a college student sample, including academic and intellectual functioning, conduct (i.e., crime and problematic expressions of anger), and social competence. Due to a large proportion of, and differences found for, participants identifying as Asian, separate analyses were carried out for participants identifying as Asian and non-Asian (i.e., participants identifying as white, black, or Hispanic/ Latino). For non-Asian participants, higher levels of CEA were associated with both measures of conduct (crime and problematic expressions of anger), but not with perceptions of academic or social competence. For Asian students, on the other hand, CEA did not predict conduct, but did predict academic functioning, especially for females, and social competence. For non-Asian participants, higher levels of CEN predicted academic competence, particularly for black males, and social competence. For Asian participants, CEN predicted crime (particularly for those who had experienced sexual and/or physical abuse) and social competence (particularly for males with a history of physical abuse). Guided by attachment theory, hypothesized mediators of the relationship between reported CEM experiences and current functioning included self-esteem (CEA and perceptions of academic competence), emotion dysregulation (CEM and conduct), and current parent attachment with regard to alienation (CEM and perceptions of social competence and friendships). Findings for Asian students (but not non-Asian students) supported the hypothesized mediation of the relationship between CEA and perceptions of academic competence by self-esteem. Findings across all ethnicities supported the mediation of the relationship between CEM (CEA, in particular) and conduct (problematic expressions of anger) by emotion dysregulation (in particular, impulse control). Finally, the hypothesized mediation of the relationship between CEM and social competence by current ratings of parent attachment was found for Asian participants only. Discussion of results is guided by a developmental psychopathology perspective and includes a focus on emerging adulthood and the CEM context for Asian-identified students.
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    Keys to Quality Youth Development
    (St. Paul, MN: University of Minnesota Extension Service, 1999) Almquist, Patricia; Brekke, Barbara; Croymans, Sara R.; Fruechte, Kari; Matlack, Mary; McAndrews, Betty; Morreim, Patricia; Ogg-Graybill, Jolie; Piehl, Barbara; Walker, Joyce; Zurcher, Tom
    Outlines keys and the premise for relationship-building between youth and their mentors.
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    Leveraging Computer Vision and Humanoid Robots to Detect Autism in Toddlers
    (2018-12) Manner, Marie
    Autism Spectrum Disorder is a developmental disorder often characterized by limited social skills, repetitive behaviors, obsessions, and/or routines. Early intervention significantly improves long-term outcomes for toddlers identified in the second year of life and is the best approach for affecting lasting positive change for children with an ASD. Research shows that children with autism especially enjoy technology, including autonomous (or seemingly autonomous) robots. Tying these together, we hypothesize that observing play interactions between very young children (2 - 4 years old) and a humanoid robot can help us identify children with autism; this first requires us to generate a very large, thoroughly characterized dataset of typically developing children. We begin with an eye tracking experiment comparing four different robots and a young human peer; this shows us which type of robot may be of most interest to children in an in-person, real-life play scenario, and if that robot is as interesting as a peer. Using the robot found to be most interesting in the eye tracking experiment, we next detail a human-robot interaction experiment that engages 2 - 4 year old children in a series of social games with a small humanoid robot; we then analyze the social distances, or proxemics, of the child throughout the interaction. To generate the proxemics data, we use a highly automated person detector which utilizes two state-of-the-art convolutional neural networks; with the proxemics and other development assessment data, we compare and group participants and discuss the implications of those results. A subset of robot interaction participants also finished the eye tracking task, so we discuss the relationship between the human-robot interactions and eye tracking results. Lastly, to validate the generalizability of our automated tracker, we test the system on two other child development experiments, a multiple-participant in-group bias play scenario for 5 and 8 year old children, and an unsolvable box task for toddlers.
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    Pathways from Child Maltreatment to Peer Functioning: Examining the Roles of Aggression, Withdrawal, and Prosocial Behavior
    (2015-05) Banny, Adrienne
    The goals of the present study were to (1.) examine maltreated children's functioning at multiple levels of the peer ecology; (2.) identify mechanisms underlying the link between child maltreatment and peer functioning; (3.) investigate gender-specific pathways to peer functioning; and (4.) explore the moderating role of prosocial behavior. Participants included 167 maltreated children and 173 demographically-matched nonmaltreated children ages 6-14 (M = 10.35, SD = 1.60) who attended a summer day camp research program designed for school-aged, low-income children. Counselor-, peer-, and self-reports of social behaviors and peer functioning were obtained. Path analysis showed that, among boys, maltreatment predicted low levels of prosocial behavior, which, in turn, increased risk for peer rejection, relational victimization, and physical victimization. In addition, physical aggression mediated the association between maltreatment and peer rejection among boys. For girls, maltreatment indirectly predicted relational victimization via deficient prosocial behavior. Finally, analysis of moderated mediation showed that maltreatment predicted elevated levels of physical aggression, which in turn, predicted low levels of relational victimization among maltreated boys who displayed high levels of prosocial behavior. Overall, findings suggest that maltreatment disrupts behavioral development, increasing risk for impaired peer functioning.
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    Twice as Nice or Double Trouble: Examination of IVF Twins relative to IVF Singletons and their Families' Outcomes in Adolescence
    (2016-04) Anderson, Kayla
    The two presented studies examine outcomes of in vitro fertilization (IVF)-conceived twins relative to IVF singletons and their families in adolescence (Study 1: n = 194 families, Study 2: n = 192 families). Study 1 used nested ANCOVAs to examine differences in family environment and adolescent adjustment outcomes among 11 – 17 year-old IVF twins and IVF singletons and their families. Despite notable statistical power, there were no differences between adolescent-aged IVF twins and IVF singletons and their families. This suggests IVF twins and their families function well into adolescence. Study 2 tested two autoregressive path models that propose parental conformity expectations have differential effects on twins’ and singletons’ parent-adolescent relationship satisfaction, which indirectly accounts for relative changes in twins’ and singletons’ adjustment over time. Despite the developmental need for increased autonomy in adolescence, results indicate high conformity expectations play a positive role for adolescent-aged twins and their families. These studies suggest that, while adolescent IVF twins and IVF singletons and their families function well, research on singletons should not be universally applied to understand twins and their families.